Term Paper on "School Improvement Project Proposal"

Term Paper 15 pages (4564 words) Sources: 12 Style: APA

[EXCERPT] . . . .

School Improvement Project Proposal

Improving Test Scores through Student Online Engagement

Description of the Community

In this particular district, the students are home schooled. These students are scattered all around the state and study their high school courses through the use of the internet and other technologies from the comforts and privacy of their homes. These students (and/or their parents and guardians) chose an internet-based school to complete their high school studies with an online program because many of them have had several problems with the pubic or private schools in their communities, they have had social issues or problems, some have had criminal records and backgrounds, many are teenage parents who are returning to school in an attempt to earn their high school diploma, a small percentage of the students have physical and/or mental disabilities, a few students are living in group homes or with foster families, and others are students who simply took the option of school choice and chose to attend an online high school because they feel that it would provide them with a better education at the appropriate speed to meet their unique individual needs.

The socio-economic situations of the students range from low income to middle class families. Approximately 57% of the student population is on the free and reduced lunch program. Most student come from working families with one or both of the parents working outside of the home. Approximately 8% of the students come from families whose total income exceeds $100,000 per year.

School Improvement 2

The Work SettingContinue scrolling to

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This school is an internet-based school that has been in operation for five years. The students complete all of their course assignments through the use of a computer with a high speed internet connection that is set up within their home. Some students work on a desk top computer and others work on a lap top computer. The students are sent all of their necessary school supplies such as paper, printer ink, calculators and other things through the mail via UPS from the main school office.

The curriculum is offered to the students on the computer. On the computer, the students access the Learning Management System (LMS) through a secured internet network. Through the LMS, the student's attendance, classes, work, grades, and other important school records and personal information is stored. The students are able to click on a curriculum link that will take them to their online classroom where they will find their daily activities and assignments. Through the LMS, the students are also able to communicate with teachers, school staff, and other students through the use of emails, message boards, and instant messaging.

The teachers are state certified and highly qualified according to the National No Child Left Behind Act. Similar to the students, the teachers work from desk top or lap top computers from the privacy of their own home. Teachers are located all around the state. From time to time, the school where have events where teachers and students can meet for instruction, field trips, or other important and relevant meetings.

School Improvement 3

The Teacher's Role

The teachers at this particular school have a wide range of responsibilities. Although, they work from remote locations throughout the state, they are still required to conduct one to two daily online classes through the use of Elluminate. Elluminate is a program that allows teacher to create an online classroom that is conducive to learning. Through the use of Elluminate, teachers are able to present lessons to students through the use of a whiteboard, file sharing, and many other useful tools. Teachers are able to internet with each student individually or as a group by allowing them to participate in class communications or by answering questions.

In addition to conducting online classes, teacher also work with students individually on assignments through telephone conversations, emails, chat rooms, message boards, and postal mail. Teachers receive and grade assignments that are submitted by students and provide constructive feedback to help the student understand which questions were incorrect on the assignment. Teachers are required to have all assignments graded and returned to the student with 48 hours of submission, so that students do not fall behind in their studies while they are waiting for their work to be graded. It is the teacher's responsibility as to how they will run their own classroom. All teachers use the same curriculum, but teachers are able to develop their own assignments and create the rules, policies, and procedures for how their classroom will operate.

Teachers also perform other duties such as curriculum review, curriculum writing, counseling, and anything else requested by the school.

School Improvement 4

Chapter II

Problem Statement

The problem to be solved in this project is the increasing issue of low or failing scores by high school students on state required standardized tests. Students are not performing up to state standards on the required standardized test that are administered annually in this district.

Problem Description

Recent test score reports will show that only 36% of students in the 10th grade are performing to state standards on the state administered mathematics standardized tests; and only 52% are performing to state standards on the state administered language arts tests. Because of these low state scores, the school is not meeting the required Annual Yearly Progress. This has occurred consecutively over the course of the last two years. Now, the state has given the school approximately one year to raise test scores to avoid possible loss of school funding, and possibility of the state taking over the school, laying off teachers and staff, and reopening it with new teachers and staff.

It is believed that one of the possible reasons for the low test scores in both Math and Language Arts is because of the low course completion rate. Reports taken from the learning management system show that there is a high number of students who are not engaged in their math and/or language arts classes. These non-working students are not completing required assignments, they are not attending the daily online classes, and they have very little, if any, contact with their assigned teacher. The reports show that teachers

School Improvement 5 are making efforts to contact these students in various ways such as through email, telephone conversations, chat, and letter via postal mail. However, very few of the students report to the teacher's contact attempt. Many of the teachers consider these students to be Missing in Action (MIA). Many attempts have been made to reach these students with little or no success. It is against the school policy to expel or discipline these non-working students because the school allows students to complete work at their own pace. However, these students are not working at a pace and the final result is a low or failing score on the state math and language arts tests.

In an attempt to get this particular group of 10th grade non-working students engaged in their school work, teachers have made modifications and other changes to their lessons and teaching approaches. They have made several attempts to reach these students and convince them to complete assignments. Since there are no set deadlines for assignments and attendance in the online classroom is not required, these students feel that they do not have to complete the work right now. They procrastinate for a number of different reasons. As they get closer to the final course date and notice that they are in danger of failing the courses for the year, some of them will attempt to complete lessons quickly, effortlessly, and still continue to make low scores on their daily assignments and tests. To date, all attempts at getting students more engaged in their school work have failed.

School Improvement 6

Problem Documentation

Approximately six weeks after the administration of the tests, the state sends the school a detailed report on the results. Recent results revealed that the passage rate on the math and language arts tests have not increased over the course of the last two years. This year, approximately 36% of all 10th grade students who took the state standardized tests passed. This means that 64% are at a below average or failing level. Of this 64%, 30% are African-American students, 20% are Caucasian, and 16% are mixed, Hispanic or Asian minorities. Approximately 75% of the students who did not meet a passing grade on this test are on the free and reduced lunch program and another 10% are considered to be in the Special Education program.

These statistics are calculated by the state and posted publically on the state board of education website and in various newspapers around the state. School administrators, politician, teachers, and others compare the test results among the different schools throughout the state. It is these test scores that determine if a school is considered effective or non-effective in educating their student population. At this point, our school appears to be ineffective at teaching the 10th grade students the… READ MORE

Quoted Instructions for "School Improvement Project Proposal" Assignment:

open to all *****s!

identify a problem that existed in your work setting,

(improve test scores, reading, parental involvement, technology-choose one) and propose a plan to solve the problem,implement solution strategies that you developed, and evaluate the effectiveness of that solution.

Include the following:

Chapter I information:

Use the subheadings!

Description of the Community -- Present factors that give the reader an understanding of the setting. Describe geographic references, the community size, the socio-economic situation, and other relevant information that places the work setting in context. Do not use the name of your work setting or the name of the community, state or province!!

*****'s Work Setting -- Provide information about the work setting in which the problem occurred. Describe the population and staff. Describe it in general terms then be specific about factors which make it unique.

*****'s Role -- Describe your role and responsibilities, your power base in your work setting as they apply to the project.

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Chapter II information:

Use the subheadings.

Problem Statement -- To begin the first section, write one or two concise sentences that clearly state the problem. Begin the first paragraph with the following: "The problem to be solved in this project was..." Do not reveal other information in your problem statement, such as the causes of the problem or strategies for improvement.

Problem Description -- Begin by presenting the problem as it existed in your setting, explaining the situation in detail by providing relevant background information. Describe the difficulties encountered, the persons affected, and the reasons why the problem had not been solved or why previous solutions failed.

Problem Documentation -- Use data such as test scores, staff reports, interview results, questionnaire responses or observations. You must provide evidence to proved that your problem existed. Describe the methods used for gathering the evidence and the data as it relates to the problem.

Causative Analysis -- Describe each of these causes, and provide details of the investigation carried out to pinpoint the specific causes in your setting.

Relationship of the Problem to the Literature -- You should support your problem with information from professional literature about similar problems, supportive evidence, and possible causes. The literature review must appear as a separate section. The literature review should provide a perspective that demonstrates that you are current in your understanding of your topic. Information should be no more than 10 years old. The literature review should be a synthesis of your research and should conclude with a summary statement that ties your research to the specific problem in your setting.

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Chapter III: Anticipated Outcomes and Evaluation Instruments

*****¢ Goals and Expectations

In the first part of the chapter, present your vision as a goal statement. This statement should reflect the purpose of your project; it summarizes your expectations prior to implementation. Even if the expectations were not met, you should state them as originally envisioned. The goal is directly related to the problem statement and the overall improvement that you anticipated. It should NOT reflect solutions nor should it indicate the steps you took to reach the goal.

Introduce your goals and outcomes as follows: "The following goal(s) was/were projected for this project: ..." Number, list, and present the goal(s).

Introduce outcomes as follows: "The following outcomes were projected for this project:..." Number, list and present the outcomes.

*****¢ Expected Outcomes

Specific outcomes should be presented that include the change expected at the end of implementation, the standard of performance that was anticipated, and the assessment method that was used to measure any changes which occurred. These expected outcomes must be measurable & observable, clearly indicating what the ***** expected the situation would look like following the end of implementation of the solution.

In most cases, these outcomes should relate to the evidence of the problem presented in Chapter II. Outcomes do not depend on specific solutions; therefore, solution strategies should not be included in outcome statements.

Write outcome measures to demonstrate that the individuals involved have changed their behavior rather than using questionnaires that ask about the change.

Open with a paragraph that begins: "The following outcomes were projected for this project: .." Number each outcome statement and present them as a list.

*****¢ Measurement of Outcomes

Include a section that describes how you intended to measure each projected outcome. Although you may have included the technique or instrument in the outcome statement, here you should provide the reader with more detail. If a survey was used, was it written or oral? Were the questions open-ended? How much time did you allow for the survey's administration?

Instead of placing published or copyrighted tests in the appendices, include the full bibliographic reference in the reference list at the end of the report. Include a copy of any evaluation instrument you designed yourself.

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Chapter IV: Solution Strategy

*****¢ Discussion and Evaluation of Solutions

Open Chapter IV with a paragraph that restates the problem exactly as it was presented in Chapter II.

Present your review of the literature related to research studies or programs that other professionals carried out in similar situations. Discuss each of the solution strategies you researched, synthesizing when appropriate.

Following the review of the literature, discuss solutions you generated. Evaluate the solutions you have generated from the literature and from toying with ideas. Provide a critique which reflects on each solution from the perspective of considerations such as time, economy, materials, staff, etc. Would the ideas work in your setting, with your population, with your resources?

*****¢ Description of Selected Solutions

Describe the solution you planned to implement. Your selection may represent a combination of ideas based on the analysis and evaluation of your pool of ideas, or it may be selected from any step in the idea generation process. Justify the solution you selected by evaluating it in terms of the criteria you established for judging the appropriateness of solutions to your problem and setting. Justify your choice of solution by relating it to the goals and outcomes that you established in chapter III as well as to your analysis in Chapter II.

*****¢ Report of Action Taken

Here you present to the reader what you actually did during the implementation phase. You must report and discuss deviations from your plans as well as any roadblocks or difficulties encountered along the way. Assume that the reader wants to duplicate your solution; communicate sufficient information in this section so that this duplication would be possible.

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Chapter V: Results

Begin with a brief summary of the problem in your work setting and the solution strategy you utilized. Restate your goal. This summary provides the reader with a quick overview and sets the stage for Chapter V.

RESULTS (subheading)

The Expected Outcomes section of your Chapter III should guide you in the presentation and analysis of your results. Results should be organized so that they address the outcomes in the order in which they appeared in Chapter III.

Number and restate the first outcome exactly as it appeared in Chapter III, then in a separate paragraph, state the following: "This outcome was met" OR "This outcome was not met." (USE ONLY THESE STATEMENTS -- do not say "nearly met" or "almost met.")

In the next paragraph, share the results that related to that outcome. Do the same for each outcome.

DISCUSSION (subheading)

After presenting the results (the facts), discuss their meaning and interpret them in light of your project. References from the literature are appropriate here as you compare and contrast your results ht the work of others.

For example, were the outcomes met? If so, what does that mean for you? What are the implications? If the outcomes were not met, what possible explanations can you offer? What are the implications? Discuss unanticipated outcomes as well. Did they have meaning? Why do you think so?

This discussion section should conclude with a summary that flows logically from your results.

RECOMMENDATIONS (subheading)

What recommendations do you have that could benefit others in similar situations and what do you recommend for furthering this "solution" in your work setting?

These recommendations can be numbered and should only be one or two sentences. However, a rationale for your recommendations should be included.

DISSEMINATION (subheading)

What plans do you have for disseminating the project results among your professional colleagues? Do you plan to write an article? Present at a district workshop or professional meeting?

References

Appendices

How to Reference "School Improvement Project Proposal" Term Paper in a Bibliography

School Improvement Project Proposal.” A1-TermPaper.com, 2007, https://www.a1-termpaper.com/topics/essay/school-improvement-project-proposal/6009331. Accessed 6 Jul 2024.

School Improvement Project Proposal (2007). Retrieved from https://www.a1-termpaper.com/topics/essay/school-improvement-project-proposal/6009331
A1-TermPaper.com. (2007). School Improvement Project Proposal. [online] Available at: https://www.a1-termpaper.com/topics/essay/school-improvement-project-proposal/6009331 [Accessed 6 Jul, 2024].
”School Improvement Project Proposal” 2007. A1-TermPaper.com. https://www.a1-termpaper.com/topics/essay/school-improvement-project-proposal/6009331.
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[1] ”School Improvement Project Proposal”, A1-TermPaper.com, 2007. [Online]. Available: https://www.a1-termpaper.com/topics/essay/school-improvement-project-proposal/6009331. [Accessed: 6-Jul-2024].
1. School Improvement Project Proposal [Internet]. A1-TermPaper.com. 2007 [cited 6 July 2024]. Available from: https://www.a1-termpaper.com/topics/essay/school-improvement-project-proposal/6009331
1. School Improvement Project Proposal. A1-TermPaper.com. https://www.a1-termpaper.com/topics/essay/school-improvement-project-proposal/6009331. Published 2007. Accessed July 6, 2024.

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